Category: Geocaching for Schools

 

We’ve got Snow Food

The geocache was located North of Airthrey Loch on the University of Stirling campus, as illustrated below. The aim of the outdoor activities in the cache was to encourage pupils to construct a food chain based on organisms specific to that habitat. This learning was then linked to  sustainability and specifically climate change and its effect on organisms in an ecosystem.

*This geocache is temporary waymarked and will therefore not be available on geocaching.com

 

 

Learning Objectives

The purpose of this geocache was for pupils to use inquiry based learning to construct and understand how food chains work using a habitat on the University of Stirling campus. We chose this location due to it allowing the geocache activities to be place responsive.  The pupils could use the environment around them to help prompt the decisions they made. Additionally, we looked at impacts on food chains and how external factors such as extreme weather can have an effect on the resulting food chain and the organisms within it. With the aid of visuals, the pupils then recalled recent weather events and discussed the impact climate change could have on our weather systems. Furthermore, how human impacts potentially lead to climate change resulting in extreme weather such as ‘The Beast From The East’.

 

 

Through this discussion the pupils were able to suggest ways in which they could be more sustainable in their day to day lives, they began to see the impacts humans have on the world around them. We specifically designed the activities to be pupil led with prompts to aid in their discussions.

 

Task One: Food Chain

The first activity involved the pupilsf constructing a food chain using pegs and string and organism cards. They worked together as a team to understand what each card represented and its position in the food chain. We then took away certain species and discussed what the effect would be on the other organism populations. We used open questioning to stimulate discussion around what happens when populations grow too large or near extinction in a given habitat.

 

Task Two: Impacts on the Food Chain

Task two followed on from our discussions surrounding the food chain. We placed a rubber duck on top of a plastic tub of water, using the lid to represent ice on the loch. The children were very quick to come up with ideas and suggestions for what this would mean for the ducks in terms of accessing their food source.

 

 

 

Task Three: Discussion of impacts on extreme weather and everyday living

The final activity progressed from looking at a hypothetical situation with the duck on top of the tub to when this would have happened in recent times. The children  related this to the recent extreme weather and independently began a discussion regarding climate change and possible consequences of it. Then with the help of the supporting adults we further questioned and considered what possible causes of climate change are instigated by humans. To finish off the geocache activity the children suggested ways in which we make our day to day lives more environmentally sustainable, for example recycling.

 

 

Links to Curriculum for Excellence Experience & Outcomes

Early/First Level:

I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food. SCN 1-02a

Second Level:

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally- responsible way. SOC 2-08a

The geocache is designed to be linked to one of the ten big ideas in science. We felt it linked best to; ‘8. Organisms require a supply of energy and materials for which they are often dependent on or in competition with other organisms’.

Holly Robertson & Laura Stansfield (3rd Year University of Stirling – Primary Education with Environmental Science), Yvonne Kewell  (3rd Year University of Stirling – Heritage and Conservation)

This geocache was a temporary way-marked cache – it is not available on geocaching.com

Thanks to Mr Alan Atkinson and all the pupils from Deanston Primary School who came along to help us trial our geocache.

 

 

Geocache Blog

“Cold you Imagine” focuses on introducing the idea of improving biodiversity. It allows the children to explore and discover the environment of Airthrey Loch through the viewpoint of biodiversity. To reach a place-essential learning experience, the intentions were to utilise the area for identification and discussion towards sustainability of biodiversity specific to this loch, as well as discussing a wider perspective for the need for biodiversity. This geocache promotes developing a positive environmental ethos towards Global Goals 13 (climate action), 14 (life below water) and 15 (life on land).

 

Activity One

This geocache* began by engaging the pupils in a discussion about what species they could see on and around the loch and surrounding environment. By allowing the pupils to identify that there were a variety of species and plant life visible, we scaffolded their discussions toward discovering the scientific term of “bio-diversity” from their prior knowledge, observations and discussions at the loch about what they could see.

 

 

 

 

                     

Activity Two

To demonstrate the effects of human impacts around the loch and surrounding environment, cards with an array of positive, neutral and negative impacts were sorted by the pupils onto a clothes-line scale. Negative effects on the environment, such as “littering” or “too much algae on the loch” were placed towards the larger tree. Towards the narrower tree the positive impacts were placed, such as “leaf litter” or “many different species visible”. The trees where this was tied were used as a visual representation of the scale, one was a wide tree and the other was a thin and narrow tree. This activity was pupil-led with support from the teacher to discuss the pupils’ justifications and reasoning for their choices. The images on the cards were images of the loch area where the pupils were completing the geocache and pupils were engaged in a discussion about which of the factors they could see at the loch that day, linking the activity directly to the environment where it took place.

 

 

 

           
Activity Three

Following on from the first two activities, the pupils were encouraged to think and discuss with their peers about the possible actions that can be taken to promote positive attitudes/influences about biodiversity. This began with the area around the loch, then widened to other locations where the pupils visit (i.e. their school, local park, house). This discussion is vital to the development of sustainability as a learning intention, as this shows the pupil understanding of the responsibilities and actions that can be taken to improve the quality of the environment.

 

 

Curriculum Links: Experiences and Outcomes

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way.              SOC 2-08a

I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution.                        SCN 3-01a

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.                           HWB 0/1/2/3/4-13a

 

*This geocache was temporarily way-marked and therefore not available on geocaching.com

 

3rd Yr University of Stirling Students – Primary Education – Environment Specialism

Kirstie-Ann Hurrell

Mhairi Donald

Kara Connelly

Natasha Miller

 

The ‘Water Great Idea’ geocache was temporarily waymarked beside a stream that flowed into Airthrey Loch, which is found in the grounds of the University of Stirling and located near the Pathfoot building. The aim of the cache was for the children to learn about hydro-electric power through dam building. The cache is place sensitive as it uses a stream on campus and a discussion was made on what would happen if the dam was built on this stream as this feeds into the loch, by doing this it added to the value of the learning.

 

 

The site is easy to access as it is located beside the public footpath and due to the woodland located by the stream it made it easier for the children to find and use natural materials in the activity. The woodland also provided a natural barrier so that the children could not get too close to the loch.

 

 

Our geocache can offer further learning on sustainability through their exploration of one of the renewable energy resources. The big idea in science that this geocache follows is sustainability and energy which links to Global Sustainable Development Goal number 7: Affordable and Clean Energy.

 

 

Cache Contents

• Instructions
• Information sheet
• Recording sheet
• Rope
• Balls
• Whiteboard markers

 

The children were encouraged to use the GPS system independently along with their knowledge of compass points to navigate to and locate the geocache.

Pupils were encouraged to open the box and explore the contents within. One pupil read out the activities for the geocache.

 

In the first activity the children were assigned roles such as ball keeper, recorder and time keeper. The aim of the activity was for the children to time how long the ball took to get from Point A to B using a pre-measured piece of string. This would show the power of the stream.

 

The second activity was for the children to build a dam using the natural resources around them. The aim of the activity was to see if the children could stop the flow of the stream.

In the third activity the children re-recorded the speed of the ball at the same point in the stream to see if it was impacted by the dam. This followed on with a discussion about what they observed and the power of the stream.

For the fourth activity we gathered the children in a circle to discuss how humans could use the power of the streams for their benefit which lead on to discussions about renewable energy and how they can be more sustainable with energy use.

 

 

Links to the Curriculum for Excellence

There are links throughout the geocache to literacy and numeracy, through discussions, recording and reading instructions.

First Level

I am aware of different types of energy around me and can show their importance to everyday life and my survival. SCN 1-04a

I can consider ways of looking after my school or community and can encourage others to care for their environment. SOC 1-08a

I can take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment. TCH 1-06a

I understand how technologies help provide for our needs and wants, and how they can affect the environment in which we live. TCH 1-07a

Second Level

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally- responsible way. SOC 2-08a

I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way. TCH 2-06a

 

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Water Great Idea was a temporary way-marked cache – it will not be available on geocaching.com

Thanks to Mr Atkinson and all the pupils from Deanston Primary School who all came along to help us trial these. We had a great day with you all.

By Megan Skeldon, Christie Allan and Emma Morrison (3^rd year University of Stirling – Primary Education)

Leaf Our Trees Alone!

The ‘LOTA’ geocache was placed in a location that had recently undergone tree felling. The aim of the outdoor activities in the cache was to guide learners to think about how this particular tree felling event will affect the local wildlife, specifically mallard ducks, at the loch and making this geocache place-specific. The geocache location was just north of the boat house along the paths near the shore.

*This geocache is temporary waymarked and will therefore not be available on geocaching.com

 

Learning Objectives

This geocache aims to inform pupils about the effects of tree felling on the local environment and wildlife.  This should lead them to question what they can do to prevent these negative effects and make them aware of the consequences, and conscious of the need for local and global sustainability.

 

What to Do

The activities were specifically designed to engage the pupils with the recent felling event that occurred on that site, inviting them to investigate scientific concepts such as what do organisms need to survive and what effect does this tree felling have on local and global species.

Both the pupils and the teacher/leader are given a guide. This encourages questioning to promote a deeper understanding of the geocaches scientific concepts and promotes higher order thinking.

Activity One: Spot the Difference

The first activity encourages the pupils to focus on this specific location and identify what has changed between the photograph in the past and the present. The pupils are encouraged to find and search for changes in the site, circling changes on their photo for their distinct location.

 

Regrouping, pupils were encouraged to discuss what they had discovered. This highlighted the trees and hedges had been removed and learners were encouraged to think of reasons for this.

 

Activity Two: Mallard Duck

After a quick investigation into what a mallard duck needs to live, using the fact file, the pupils identified that it was important for a duck to build a nest that is sheltered by trees and near the water for food. In groups, pupils will be encouraged to roleplay being ducks and find a suitable spot for a nest that meets all their requirements to survive. Learners witnessed that ducks would find it difficult to nest in cleared areas.

 

The pupils then discussed the possible effects that the tree felling will have on the other wildlife on campus and humans. These ideas can then be developed to think about what this will mean for the sustainability of the duck and other effected species on a global scale and they developed a sound understanding for the importance of the vegetation.

Extensions – we included other activities for back in class.

 

 

Links to Curriculum for Excellence Experience & Outcomes

Through carrying out practical activities and investigations, I can show how plants have benefited society. 

SCN 2-02b

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally- responsible way. 

SOC 2-08a

Through carrying out practical activities and investigations, I can show how plants have benefited society.

SCN 2-02b

I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth.

SCN 3-02a

By Ruth Wilson & Jodie Lang   (3rd Yr University of Stirling – Primary Education),  Stephen Wilson  (3rd Yr Heritage BA)

This geocache was a temporary way-marked cache – it will not be available on geocaching.com

Thanks to Ms Westmoreland and all the pupils from Cowie Primary School who came along to help us trial these. We had a great day with you all.

Wild Woods Geocache

     

 

‘Wild Woods’ was a temporary waymarked geocache designed for primary school children working at second level of the Curriculum for Excellence. The             Experiences and Outcomes covered by this geocache are: SCN 2-01a, LIT2-02a, MNU 2-20a and HWB 2-17a. This geocache was designed to stimulate independent learning and active discussion whilst introducing the environmental science concept of biodiversity. The geocache focused on comparing managed and unmanaged woodland.

 

The geocache was placed beside an opening in the university’s west boundary wall which allows access to the Hermitage Woods. From this point both the managed and unmanaged woodlands were observable and accessible which ensured the delivery of the activities found in the geocache were place responsive. This place was an easily accessible location and terrain so ensured full inclusivity of all children. There is a good variety of wildlife at either side of the wall that clearly shows the differences in biodiversity between the Hermitage Woods and the University grounds. The geocache was a waterproof folder that contained an instruction sheet, activity sheets, whiteboard markers and a whistle.

 

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Firstly, the children were encouraged to observe and then discuss the differences between the two sides of the wall and the two different types of woodland. This introduced them to the terminology of managed and unmanaged woodland. Following this the children completed the Wild Woods activity sheet. The activity sheet consisted of 9 different things which may or may not be observed at either side of the wall, using location specific photographs as a visual prompt and to cater for all levels of ability. Ten points were allocated for each of the nine things which were observable. The children chose a partner to work with and were then allocated 10 minutes for each side of the wall to complete this task. After completion, the children reconvened, calculated, compared and discussed their totals for side A and side B. They were then introduced to the structural layers of a healthy woodland and how this is important to ensure supporting a greater variety of species. From this the wider of concept of the importance of biodiversity was introduced and discussed. Children then compared the scores from the activity sheet which allowed them to come to their own conclusion about which side had the greater biodiversity.  By enhancing their knowledge of woodland management and therefore the environmental impact of human activity on biodiversity, this encouraged the awareness and development of more sustainable lifestyles.

 

 

 

The children found that the geocache and activity challenged their assumptions of which woodland would reflect the most biodiversity. The activity introduced children to key environmental science concepts and terminology that can be used to develop their scientific ideas. The activity also provided transferable skills that the children can use within and out of the classroom. This geocache was effective as it helped children develop many skills. There were opportunities for group
discussion, partner work and individual working all within this short activity. The children also developed their observational skills and data handling which are particularly significant skills to have.

 

By Beth Alexander, Amy Smyth . (3rd Yr University of Stirling – Primary Education), Kerry Campbell (3rd Yr Heritage BA).

This geocache was a temporary way-marked cache – it will not be available on geocaching.com

Thanks to Ms Westmoreland and all the pupils from Cowie Primary School who came along to help us trial these. We had a great day with you all.